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- W4317938049 abstract "This chapter discusses the learning theories and principles related to Learning Progressions (LPs), including concepts, cognition, conceptual changes, deep learning, and building ideas across time. Suppose the science education community can develop LPs from the early years forward for challenging concepts like energy, the structure and properties of matter, and evolution. In that case, more individuals from various ethnic and socioeconomic groups across the globe will have deeper and more usable knowledge of science that will promote equity in education. Self-reflection, the ability to reflect on one’s learning, is a critical factor in conceptual change. Learning environments can help support self-reflection by including tasks that ask learners to make decisions about whether they have sufficient, appropriate evidence to support a claim. Overall, self-reflection helps learners decide what they must do to build a model, use evidence to support an argument, or design an investigation." @default.
- W4317938049 created "2023-01-25" @default.
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- W4317938049 date "2023-01-25" @default.
- W4317938049 modified "2023-10-14" @default.
- W4317938049 title "Student Conceptions, Conceptual Change, and Learning Progressions" @default.
- W4317938049 doi "https://doi.org/10.4324/9780367855758-7" @default.
- W4317938049 hasPublicationYear "2023" @default.
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